Students' stereotyping of mathematics as a male domain and their ratings of themselves on a simplified version of the PAQ was correlated with a battery of measures designed to assess student attitudes toward mathematics and their plans to continue taking mathematics courses. This was done to evaluate both sex-typed personality characteristics and the effects of the stereotyping of mathematics as a male domain on mathematics attitudes and course enrollment plans. The results suggested that the link between sex-typed personality structures as defined by the PAQ median-split-classificatory-system and achievement-related behaviors is weak at best, with only the responses to the instrumental items related to self-concept of ability. The data does not support the popular notion that sex-typing of subject matter as masculine acts as a deterrent to female achievement. It is suggested that females may not aspire to mathematics-related occupations, as they are often stereotyped as decidedly unmasculine and unfeminine positions. A second measure of sex role identity provided additional support for the idea that it is not the stereotyping of mathematics but rather the range of a student's activity interest that is critical in determining attitudes towards mathematics. (MP)